- Environmental Science
- Remote (Skype, Google Hangout, FaceTime, etc.)
- Tenleytown, DC
Darcy is an academic tutor, specializing in biology, chemistry, environmental sciences, and physics. His journey through science has been one of student, researcher, educator, and communicator. Along the way, Darcy has shared stories of some really cool chemistry. For example tasting garlic through his foot or using molten potassium chloride to make standard seawater. He also loves telling historical perspectives of science, such as how Victorian fashion crazes led to the modern chemical industry. Darcy, therefore, understands that there are many different ways to engage with science. He listens to what each individual finds interesting so that fascination can be leveraged as the motivation to develop skills, increase confidence, and build aptitude.
While an undergraduate at the University of Toronto (UofT), Darcy combined and convinced the departments of astronomy, chemistry, geology, and physics to offer a degree in Planetary Science, then became the program’s first graduate. As a graduate student at Arizona State University, he worked on a NASA astrobiology grant in analytical chemistry and proved it is possible to study the ocean while living in a landlocked desert. Returning to UofT as a postdoctoral fellow, Darcy developed an award-winning way of teaching undergraduate chemistry students to work alongside graduate students in research; simultaneously he lectured general and analytical chemistry. Darcy is also an experienced science communicator and presenter: he has written on topics from bio-nanotechnology to climate change; previously he was a peer-review editor for generalist environmental science and engineering manuscripts. In his spare time, Darcy enjoys travel and cuisine with his wife and finds time for distance running and yoga.
My goal is to help students develop a holistic understanding of science and flexible problem-solving skills. With each student, I foster an appreciation for science as one way of seeing the world. Concepts are then regarded as facets of understanding rather than lists of facts to be memorized. I work with students to frame problems so their everyday experience, logic, and conscious use of math generates solutions. Together we learn what balance of the student’s personal tools are best suited to each scientific problem they confront. This helps concentrate attention to where skills development is best needed. Then through practice and checking that answers make sense, aptitude and insight grow.